LEARNING STYLE, HABITS, AND ATTITUDES OF SENIOR HIGH SCHOOL

LEARNERS IN RELATIONSHIP TO THEIR ACADEMIC PERFORMANCE

 Introduction
Background of the study

In the rapidly evolving landscape of education, understanding the factors that affects

senior high school learners' writing composition skills has become a critical area of research

globally. Learning styles, habits, and attitudes are important factors in shaping students'

cognitive processes and overall learning experiences. Investigating the relationship between

these aspects in the context of senior high school learners' composition writing skills is critical,

as effective writing skills are essential for academic success and potential career paths.

The current quantitative study, "Learning Style, Habits, and Attitudes of Senior High

School Learners and their Composition Writing Skills," investigates the relationship between

senior high school learners' learning style, habits, attitudes, and composition writing skills.

Despite the extensive literature on learning styles, habits, attitudes, and writing skills in

educational contexts, there is a noticeable research gap concerning the specific relationship

between these factors among senior high school learners. While numerous studies have explored

the influence of learning styles on academic performance, there remains limited research that

holistically examines how learning habits and attitudes affect the composition writing of senior

high school learners.

Moreover, although previous research has indicated the significance of learning style,

habits, and attitudes in academic settings, few studies have investigated their collective impact

on composition writing skills among senior high school learners. Consequently, the precise

extent to which learning habits and attitudes interact with learning styles to influence

composition writing abilities remains largely unexplored. Furthermore, the literature primarily

focuses on specific learning styles, such as visual, auditory, and kinesthetic while neglecting the
examination of other learning styles, such as social, solitary, verbal, logical/mathematical,

naturalistic, and musical, among senior high school learners. This research gap presents an

opportunity to explore and better understand the unique learning preferences and needs of senior

high school learners, leading to a more comprehensive understanding of the factors affecting

their composition writing skills.

Theoretical Framework

This study is anchored on the Experiential Learning Theory (1984). The theoretical

foundation of this research draws on the work of David Kolb and his Experiential Learning

Theory (ELT). Proposed in 1984, Kolb's theory suggests that learning is a continuous process

that involves four distinct stages: concrete experience, reflective observation, abstract

conceptualization, and active experimentation. According to ELT, individuals have diverse

learning styles based on their preferences for these stages, resulting in four main learning styles:

converging, diverging, assimilating, and accommodating. By integrating Kolb's Experiential

Learning Theory into the research design, this study seeks to elucidate how senior high school

learners' composition writing skills are influenced by their learning styles, as well as the

mediating effects of learning habits and attitudes. The integration of ELT provides a

comprehensive framework to explore the complex interactions between learning style, habits,

attitudes, and composition writing skills, contributing to the advancement of educational

practices tailored to the unique needs of senior high school learners.

 Conceptual Framework

Dependent Variable Independent Variable

Learning
Style

Learning Academic
Habits Performance

Learning
Attitudes
The primary objective of this quantitative research is to investigate the relationship between the

learning styles, habits, and attitudes of senior high school learners and their composition writing

skills.

Specifically, the study aims to address the following research questions:

1. What are the prevalent learning styles among senior high school learners?

2. How do the learning habits of senior high school learners influence their composition

writing skills?

3. What are the attitudes of senior high school learners towards writing compositions, and

how do these attitudes affect their writing performance?

4. Is there a significant correlation between the learning styles and composition writing

skills of senior high school learners?

Hypotheses

Alternative Hypothesis:

Ha: Do the participants’ learning habits is significantly influence their composition

writing skills?

Null Hypothesis:

Ho: Do the participants' learning attitudes is significantly affect their writing

performance?

Alternative Hypothesis:

Ha: Do the participants’ learning styles is significantly correlated with their composition

writing skills?